Note
Includes bibliography.
Member of
Contributors
Publisher
Florida Atlantic University
Date Issued
2017
EDTF Date Created
2017
Description
The purpose of the current study was to investigate the difference in pro-social
behavior, self-regulation, overall reading performance, Lexile levels, and teachers’
perception of classroom climate of kindergarten students who received the Ready to
Learn (RTL; Brigman, Lane, & Lane, 2008) classroom guidance program (treatment
group: n = 173) and kindergarten students who did not receive the intervention
(comparison group: n = 124). The study followed a quasi-experimental, comparison
group design in which teachers completed the Child Behavior Rating Scale (CBRS) and
Teacher My Class Inventory-Short Form (TMCI-SF) measures as well as collected
reading data from individual students. Descriptive statistics for each of the measures, the
findings from the analysis of covariance (ANCOVA) on the CBRS and TMCI-SF data,
along with the multivariate analysis of covariance (MANCOVA) using the i-Ready data,
and partial eta squared (ηp2) effect sizes were calculated. The ANCOVA was conducted to determine if differences existed on the
participants’ pro-social behavior and self-regulation by condition. The findings revealed
a statistically significant difference on the pro-social skills but did not show a statistically
significant difference in self-regulation. The MANCOVA revealed statistically
significant differences in overall reading performance between the treatment and
comparison group; however, did not reveal statistically significant differences on the
Lexile levels for the students who participated in the intervention. Finally, the ANCOVA
reported a statistically significant difference in the perceived impact of the school
counselor by the treatment group kindergarten as compared to the teachers in the
comparison group; however, no other differences were found on the TMCI-SF scales.
With these results, there is a need for further empirical research to determine the impact
of the RTL program on students’ academic and SEL development.
behavior, self-regulation, overall reading performance, Lexile levels, and teachers’
perception of classroom climate of kindergarten students who received the Ready to
Learn (RTL; Brigman, Lane, & Lane, 2008) classroom guidance program (treatment
group: n = 173) and kindergarten students who did not receive the intervention
(comparison group: n = 124). The study followed a quasi-experimental, comparison
group design in which teachers completed the Child Behavior Rating Scale (CBRS) and
Teacher My Class Inventory-Short Form (TMCI-SF) measures as well as collected
reading data from individual students. Descriptive statistics for each of the measures, the
findings from the analysis of covariance (ANCOVA) on the CBRS and TMCI-SF data,
along with the multivariate analysis of covariance (MANCOVA) using the i-Ready data,
and partial eta squared (ηp2) effect sizes were calculated. The ANCOVA was conducted to determine if differences existed on the
participants’ pro-social behavior and self-regulation by condition. The findings revealed
a statistically significant difference on the pro-social skills but did not show a statistically
significant difference in self-regulation. The MANCOVA revealed statistically
significant differences in overall reading performance between the treatment and
comparison group; however, did not reveal statistically significant differences on the
Lexile levels for the students who participated in the intervention. Finally, the ANCOVA
reported a statistically significant difference in the perceived impact of the school
counselor by the treatment group kindergarten as compared to the teachers in the
comparison group; however, no other differences were found on the TMCI-SF scales.
With these results, there is a need for further empirical research to determine the impact
of the RTL program on students’ academic and SEL development.
Language
Type
Form
Extent
128 p.
Subject (Topical)
Identifier
FA00004992
Additional Information
Includes bibliography.
Dissertation (Ph.D.)--Florida Atlantic University, 2017.
FAU Electronic Theses and Dissertations Collection
Date Backup
2017
Date Created Backup
2017
Date Text
2017
Date Created (EDTF)
2017
Date Issued (EDTF)
2017
Extension
FAU
FAU
IID
FA00004992
Organizations
Attributed name: Florida Atlantic University
Attributed name: College of Education
Attributed name: Department of Counselor Education
Person Preferred Name
Kuba, Summer Perhay
author
Graduate College
Physical Description
application/pdf
128 p.
Title Plain
The Effect of Participation in the Ready to Learn Program on Kindergarten Students’ Pro-social behavior, Self-regulation, Reading Performance, and Teachers’ Perception of Classroom Climate
Use and Reproduction
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Origin Information
2017
2017
Florida Atlantic University
Boca Raton, Fla.
Physical Location
Florida Atlantic University Libraries
Place
Boca Raton, Fla.
Sub Location
Digital Library
Title
The Effect of Participation in the Ready to Learn Program on Kindergarten Students’ Pro-social behavior, Self-regulation, Reading Performance, and Teachers’ Perception of Classroom Climate
Other Title Info
The Effect of Participation in the Ready to Learn Program on Kindergarten Students’ Pro-social behavior, Self-regulation, Reading Performance, and Teachers’ Perception of Classroom Climate